learning
Boston – Boston Common Parkman Plaza – Learning
Parkman Plaza, the name of George F. Parkman, designed by Shurcliffe & Merrill in 1960 and dedicated by Boston Mayor John F. Collins. Semi-circular paved area will be three statues inspired by Arcangelo Cascieri and Adio DiBiccari brackets, which href = “http://www.flickr.com/photos/wallyg/487636883/in/set-72057594141520314/”> industry , href href=”http://www.flickr.com/photos/wallyg/487609866/in/set-72057594141520314/”> religion and Lernen.George P. Parkman was the son of George Parkman, a wealthy Boston Brahmin, the land was donated to the Harvard University campus only a few years before the grisly murder of his dismemberment in the hands of Harvard Medical School professor John Webster, in 1849 – the murder of Jay. Simpson took a similar proportion of his time. Parkman has left a large property and two heirs. After his death in 1908 he bequeathed to George Parkman million for support of Boston Common and other parks in the city. Four years later, the stage Parkman href=”http://www.flickr.com/photos/wallyg/488087227″> href built and dedicated to him at an exorbitant price of € million.
Model – an innovative learning model for students to develop soft skills
Model – Innovative Learning Scenarios Model />
A. Understanding Softskiil
soft skills for Berthal in Sailah Illah (2008). Can be interpreted as “personal personal behaviors, maximizing performance of human development (eg training, staff development, decision making, initiative). SoftSkills contain any technical skills, such as skills, finance or computer assembly”. Soft skills in leadership Rakerwil points in 2006 adopted a declaration on soft skills O’Brien is any person who can work together with other interactive work, and responsible society. Meanwhile, according to Owen Schatzberg are open for guidance, can work in diverse conflict meresolusikan able.
did Softskiil with behavioral improvements in thinking, spiritual connection. Meanwhile, he said Claus (2007) in his book the hard truth about soft skills, that soft “skills include personal, social communication, self-management behaviors, they cover a wide range: confidence, reliability, conscientiousness, adaptability, critical thinking, organizational access ads , initiative, emphathy, confidence, determination, integrity, self control, leadership, problem, risk-taking and time management. “Tempo Magazine in 2007, chose 10 universities, graduates because of the nature.
character is never put forward important work:
one wants to work hard
second high level of confidence.
3 vision for the future.
4 can work in teams.
5 confidently mature.
6 ability to think analytically.
7
Adaptable 8 can work under pressure.
9
10 English Proficient ability to organize the work
to develop the attributes of the soft skills of students, self-esteem of each student on the basis that he now owned and weaknesses is required. Soft skills development in school may be a learning activity or kokurikuler circles held. And most important, soft skills red material, but it is not from men who are studying or wish, is to develop practices. Development of soft skills in the learning process through face to face classroom learning activities and exercises in the laboratory or on site are carried out. It requires creativity, Faculty of Management Learning these skills of people subject to expect a pardon. Soft skills development is not alone, without a clear statement must be achieved through capacity. Should be whether the statement on the need for expertise aksplisit feature some soft skills, not necessarily intentional learning skills to achieve expected.
advantages in graduates sofkill (student)
soft skills essential for use in planning the job search and professional success in his work. This suggests that to find the soft skills in order to determine the rate of graduate work, also supported by the hard skills. Ruben DeAngelis (1998) from the results of the survey classified the necessary skills you manage a career and life, personal skills, ie, corporate communications, international / cultural, and between domains, as shown in Table 1 of 2, the table should be clearly shows in this era of globalization, in which freedom Man looking for job skills or job requires an international / cultural. While Puliam (2008) noted that most of the skills employers are looking for communication skills, integrity / honesty, social skills, motivation / initiative, strong work ethic, teamwork, computer skills, analytical, flexible / adaptibilitas and detail-oriented. Beach (1982) study showed that U.S. mensitasi 87% of people lost their jobs or promoted because they failed to lifestyle and behavior are not sufficient or not in addition to professional skills or sufficient knowledge. Need soft skills are the ability of the results of a survey conducted by the union National Colleges Employers (NACE) in 2002 held in the U.S. strengthened. Peter Vogt then classify the results of the survey required 10 has the ability or skill on the part of employers of job seekers.
1 board success skills
work (mostly DeAngelis, 1998)
any kind of ability or skill can
personal skills • positive behavior
• Motivation • flexibility
• Integrity • Active learner
• problem solving • Ability to make decisions
• analytical / cognitive
• GPA / Services
• Academic
change • Loyalty • Commitment
2 as a service communication • communication (written / oral)
• Public Speaking • Keterampilansosial
• skills bergroup / Staff
3 • communication skills • organization skills •
organizations leadership / management skills • meeting skills
• System perspective
> br /> • Computer skills • Economics / Statistics
• Knowledge of quality approaches
• Experience • Customer orientation •
extra curriculum activities
• business understanding
as a service to four international / intercultural cultural capability •
• International • second language
• International • International Marketing Management
• international trade theory
• International human resource development
5 domain as a service • Business Basics
• Accounting • Domain knowledge
Table 2 skills are required, according to the world of the importance of work can not
/ Skill Score interests
a communication skills 4.69
2 Honesty / Integrity 4:59
3 can work together 4:54
4 can interpersonal 04:50
6 04:46 5 ethical motivation / initiative, adaptability 04:41 4:42 7
8 power Analytical 4:36
9 computer capability 4:21
10 capable of organizing
11 04:05 04:00 detail-oriented leadership
12 3,97 3,95 13 trust
14 Friendly 3.85
Source: NACE Survey USA (2002 )
significantly showed that soft skills necessary for graduates to enter a competitive job, a career in their work and entrepreneurship. It could be argued that the hard skills or technical capabilities of the graduates was not significant when the soft skills are poor. technical skills alone will not lead promote the recognition, and more importantly the way, so it remains important technical skills and soft skills demikiani.
Job seeker Table 3 characters required rating of the world of work (PDAT, 2007)can not / Skill Score
interests one you want to work hard, 09,03
high trust 2 8.75 />
4 can work in teams 8:07
5
7.91 7.82 6 analytical skills
7 easy beradapasi 7: 12
8 ability to print ddalam 5.91
9 English Proficient 05:27
10 The ability to organize work 5:26
C.
work softskiil soft skills development has many variations on ingredients contained therein. The following information explains various types of soft skills is successful in the workplace.
how to develop softskiil students:
a written curriculum,
This is done by entering a pre-finished designing soft skills learning. so that the students control over certain soft skills assessment aspect of the course should be included. learning with innovative learning models that blood count results (as a service-based Curriculum) as a model of problem solving inquiry training model thinking, problem-based teaching model conceptual change model of instruction, group investigation model, using problem-based learning model Jurisprudensial research model, a model of social research.
2
hidden history that is done informally by faculty interaction, student. professors as role models (role models). can be done within your department by creating an academic atmosphere.
3 Co-Curriculum Activities Use
such as specialization (internship), Works (CP) or CCN (specialization).
4 extra-curricular inclusion
students master a task as a container for student melatihsoftskills.
D. educator role in the success of study is based as a service – in which cases the integrated development of soft skills of students as school secret is understanding and commitment leads to learning (Lecturer) in the learning process. understanding and commitment to see through the planning and implementation of the learning process, including select models of assessment for learning, and documentation. Therefore, if learning system is focused, measured justified.’s Guide as a service-based development of higher education studies (Director of Higher Education, 2008) mentioned a very important role as a teacher, motivates and guides, as well as provide the necessary learning experiences of students’ ability to achieve at the expense of Topics amnesty. To be considered a motive and a guide, as well as provide a good learning experience, Nan, Zhao (2006) quoted from UNESCO’s four pillars for education, by learning leader / teacher, should be applied ie: />
C. Learning to be: professors develop professional features include, commitment and responsibility of students to love learning as humans are able to build good social communication.
d learn to live together. Lecturer break through teamwork isolation as a “trainer” study guide students as students’ co-learners to achieve educational goals to create the conditions to maximize their potential learning br
a novel Innovative Learning Learning is more student centered . namely, to build the additional learning opportunities for students of self-knowledge (self-directed) and is mediated by their friends (peer-mediated instruction).
innovative constructivist paradigm for learning on students internalize remodel, or change to help the new information. the transformation occurs through Create a new understanding (Gardner, 1991), the result of the emergence of new cognitive structures. deep understanding occurs when the presence of new information, the appearance to promote or improve the cognitive structures that students have their ideas about thinking before. constructivist classroom, students are responsible for belajarannya thinkers be autonomous, to develop an integrated approach to development is a difficult question, find the answer yourself .. (Brock & Brock, 1993; Duit, 1996; Savery & Duffy, 1996) seven core values of constructivism, namely: cooperation, individual autonomy, generativitas , reflectivity, active, self-relevance and pluralism of values they provide the opportunity. students achieve the depth of understanding
constructivist teaching settings that promote active knowledge construction has several characteristics:.
creating opportunities for students to learn from the more common goals develop ideas for “br /> 2 supporting the independence of students to learn, discuss, formulate the necessary connections, ideas, and draw your own conclusions.
3 sharing with students the importance of the message that the world is a complex place where there are multiple views and the truth is often a result of interpretation. Place
4 is a student learning center that evaluation of students’ different thinking may reflect
Here are some examples of constructivist learning paradigm, viz. Model of thinking and problem solving, inquiry training model, problem-based teaching model conceptual change learning model, a model of group investigation, problem-based learning model, a model for Social Research Jurisprudensial research model.
one does the thinking and problem solving ability
model thinking and problem solving are important skills that students when they enter the classroom and lead activities in the real world left. Thinking is part of think he’s above the level of calls (conservation), including:
a basic thinking is the ability to understand the concept.
in transport critical thinking skills is to attach a test, and evaluate those aspects related to the problem, gather and organize information
c creative thinking skills to produce pensintesis is original, effective, complex, creative, power, implementation of ideas. Learn model
thinking and problem solving learning five steps (Krulik & Rudnick, 1996), namely: a forecast
reading and thinking (identifying facts and issues, status, describes the definition of “solution br /> b. Research and Planning (organization of information shows the solution diagram, create tables, charts or drawings). />
d look for the answer to appreciate (to find the skills of algebra calculation, and geometry).
the reflection and expansion (the correct answer to formulate alternative extension of concepts and generalizations, to discuss solutions to problems the original />
2 training model
investigation and inquiry training model for five levels of learning (Joyce & Weil, 1980) have, ie:. .. A
the problem (an explanation of the research process presents conflict situations )
on Find a problem (check the nature of the object and the conditions they face, examine the occurrence of a problem).
C. Review of experimental data (to isolate enough variables to formulate a hypothesis).
D. organize, formulate and explain.
receive e analysis of the research process more efficient method.
learning tool we have is a kind of spiritual process material conflict -. research strategy, problems challenge students to do research can produce, since the effects This model of learning strategy research is the creative spirit during the impact is of primary nature of the environment krilmuan, science. process skills, student autonomy, tolerance of uncertainty problems and non-routine.
3 Problem-Based Teaching Model
problem-based teaching is constructivist learning model based on the understanding that participation (. Arends et al, 2001) of students for learning and problem solving authentic problems include
enrollment rate-based models have five stages.
A teacher defines the problem
on. teachers help students clarify the problem to determine how the matter was investigated. />
D.
Organization reports presentation.
effect of learning is to understand the relevance of knowledge in the real world, and how that knowledge to solve complex application. wake effect is the development of self-directed learning to accelerate the establishment of a democratic and effective class to deal with student diversity.
4 has
group investigation model model research group six levels of learning:.
a group, select a topic, formulate the problem, determine the number of group members to identify the source
in set design (which will learn how to learn who does what, for some Mtra). />
D organization (the group writing the report, planning presenting the report, the determination of the presenter, moderator, and the court reporter.) introduced the
Display (Group see other groups to assess to find out, ask questions or answers.)
and evaluation (each student make corrections to the report, or performed work on the basis of class discussion, students and teachers to assess learning, evaluate learning outcomes are aligned to the consensus.
increase the social system is the lack of teacher direction, democratic, teachers and students the same status, which is a problem, the interaction is developed on the basis of the agreement.
Comments principles work as a teacher advisors, counselors, sources of constructive criticism. role is displayed in the process of problem solving , classroom management and individual meanings. The role of the teacher with the process of solving issues relating to the study, which linked the target nature management issue .- get it in terms of problem solving and organizing information required for such groups to determine information displayed. execution of the individual in relation to the conclusion that was organized by the group and how the ability to distinguish one person.
5 Models problem-based learning />
a learning begins with a problem
make sure the problems in the real world, students are connected to an organization teaching
c problems and surrounding areas
and they require students in the form of a product or learned (performance)
problem-based learning model is run with 8 levels, and that is:. ..
questions and a search
2 definition of a collection problem
Third, examine the facts
4 to develop preliminary estimates
5 <.. br /> 6 improvement defined questions.
7 alternatives to full collaboration solutions.
8 Check the solution of the problem (Fogarty, 1997)
model of problem-based learning, understanding, knowledge transfer, more than all right thinking skills, problem solving, skills and abilities of scientific communication is a direct effect of learning. While opportunities for students, preliminary nature of science, science process skills, student autonomy and freedom, to maintain tolerance and uncertainty problems unusual effect of learning and support.
6 Research Jurisprudensial
model basic assumption of this model is the company’s view, the different views and priorities about the values social, legal context which is engaged in conflict with this
to these actions, as necessary in three ways, namely: a. ..
in after a series of clear knowledge skills and solving the problem of values.
Mastering C.
good as a field research using this model should be used race and ethnic conflicts, ideological and religious conflicts, personal safety, conflict between economic groups, health, education and welfare, and national security. The volume and complexity of individual disciplines, of course, cut student age group. and environmental
model study Jurisprudensial has six stages of learning (the joys and Weil, 1986:268), namely:
A Orientation case, at this stage, the teacher introduces the subject and evaluation of existing data.
In case ID, at this stage, students synthesis of the facts in this case, you select one of the government’s policy to determine the values in didiskuskan and determining root causes of conflicts facts of the case and questions
c Adjust the position at this stage, students should consider – the location or the location, and then explained his position in the conflict of values in relation to the implications of this position.
D. Exploring patterns of thinking and examples set at this stage, students to the point where it appears that destruction of value on the basis of the received data, recognition results you desired of the conflict is an elected position clear of the values by they begin the process of analogy, by comparing the priority values together and show the flaws, if it has value
and check the factual assumptions underlying the position diluruskannya identify students at this stage for factual or No, give the expected results and implications of such a factual
implications Jurisprudensial model of learning and research. “capacity, the role of other students and the ability to get the dialogue, if the effect of learning is the accompaniment. frame analysis of
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